Example sentences of "[conj] we [modal v] [verb] it [prep] " in BNC.

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1 The whole thing seemed faithfully in the past , where we could regard it with intense interest , and surround it with historical debate , but where it could do us , and our generation , no harm .
2 We can assume it in exactly the form stated above or we can relax it to the extent of saying that any influence of A upon B must not propagate between them faster than the velocity of light .
3 one of our serious of the year , we should er extend that debate er we could extend as late perhaps half past one for lunch or we could bring it to half way between half past one , so the feeling in respect of that
4 Now , if we find Carfax first in the middle , Oxford 's on the crossroads principle , like so many cities , we 've got St Giles down here , erm and Oxford of course a small city , or we should regard it as a very small city .
5 Jonathan Fry , director of Yorkshire and Humberside Low Pay Unit : ‘ We welcome the new tax rate of 20p in the £ for the first £2,000 of taxable income although we would prefer it to be even lower .
6 Although we will clarify it in the course of this study , multimedia is hard to pin down to a rigid definition .
7 The garment is so peculiar that we might dismiss it as a quirk of the rhyton carver 's imagination , but for the fact that it features again on a seal impression from Agia Triadha , where the rhyton also originated .
8 and erm sorry the poem the new poem , but that we 'll spell it with a will be correct .
9 Time and again we have put down the markers and placed on record that we would regard it as a perfectly reasonable alternative to what exists now if there were a series of companies throughout Scotland which represented the ownership of those at present employed by the Scottish Bus Group under the same conditions as at present and with the same commitment to the current level of services .
10 So we though that we would try it in general practice .
11 We thought it was so good that we 'd do it for the old people 's home .
12 I am not , then , when I claim that the existence of God does not need to be proved , denying that we must show it to be reasonable to believe in God .
13 There also is an empirical problem of understanding how support operates between grandparents and grandchildren , in that we must disentangle it from support given to and by the intervening generation .
14 There was so much that we used to cut it into strips and string it from the eaves to dry in the wind and sun .
15 Its original purpose was to enable us to turn our work so that we could rehang it with the plain side towards us , knit a few rows of reversed stocking stitch and then turn it back again to continue in stocking stitch or pattern .
16 We had to organise it so that we could move it on a Saturday night from Manchester to Oxford and get it ready for a full orchestra , circus , and technical rehearsal on Tuesday afternoon .
17 It was all quite civilised and there were so many of us girls there that we could take it in turn to do the observations .
18 That 's why I 'm saying to everyone that we should build it with two lanes and no more and so restricting the chance of it ever being a motorway .
19 The overall position now is worse than in 1988 , yet we were assured by the Government in 1988 that we should leave it to them .
20 ‘ We felt that we should leave it to a company that specialized in the business and concentrate on adding value to our chemical materials . ’
21 That is , it is unclear whether what is being maintained is that our conception of effects is of unnecessitated events or that we should change it to that .
22 That We should bear it in mind that blacks and Asians in this country have to cope not only with Chas 's disadvantages but with additional discrimination because of the colour of their skins ?
23 I was appalled that we should find it in John 's own news room .
24 Now I want at least , to intro introduce the possibility in the series of diagrams I 'm going to show you in this lecture that we can relate it to the four stages of pathogenesis that we , we outline briefly er , in the last lecture .
25 We think we know what the teachers need and that we can give it to them .
26 The important thing is that we can influence it through aerobic exercise .
27 But if it is the case that language learning is activated by the socio-cultural purpose of schematic extension , that we learn language in order to get a better grasp of the world so that we can turn it to our advantage , then it would seem to follow that a central problem in the teaching of a foreign language lies in the provision of some comparable activating purpose .
28 But from that meeting some good came , because thanks to Peggy , and the rest of the lady delegates from the G M B on the executive of the Grimsby C L P which amount to sixteen , I 've managed to get two thousand toxic shock syndrome forms around United Biscuits , Ross Group , S G M Chemicals , the whole of the Humber bank , and everywhere else that we can get it into .
29 I was going to say , when it comes to paragraph five , do you erm suggest that you actually think in terms of church organisations , they 're not mentioned , and I look forward in in paragraph seven one to the seminar , the working seminar that 's going to be in the near future , and I hope that we 'll soon get a date , so that we can get it in our very busy diaries , in the hope that we can come along and learn more about this .
30 It is one thing to realize that our faith will always be weaker than we would like it to be , but it is quite another to insist that our faith must be weaker than it can afford to be .
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